Abstract: In this seminar, I will first outline the reasons why the Hong Kong Special Administrative Region (SAR) government’s language-in-education policy called ‘trilingualism & biliteracy’ (三 語 兩 文) since 1997 is such a big challenge and tall order. I will then review empirical evidence in support of alternative policy measures. The nature of the challenge will be elucidated by examining various critical issues from multiple perspectives: linguistic, sociolinguistic, psycholinguistic, neurolinguistic, and curricular. I will then briefly review one instructive study (Mayberry and Lock 2003), with a view to addressing a key question at the level of language policy and planning in the SAR: Is there room for rethinking the priority of language learning and enhancement support for Cantonese-dominant and SLCS (Second Language Chinese Speaking) students at earlier life stages?